Students will understand numerical concepts and mathematical operations.
5-8 Benchmark N.2:Understand the meaning of operations and how they relate to one another.
5.N.2.1Explain and perform whole number division and express remainders as a whole number or a fractional part as appropriate to
the context of real-life problems.
5.N.2.2Add and subtract decimals.
5.N.2.3Add and subtract fractions and mixed numbers without regrouping and express answers in simplest form.
5.N.2.4Find the factors and multiples of whole numbers.
5.N.2.5Use arithmetic operations and inverse relationships to represent and solve real-world problems.
5.N.2.6Identify and represent on a number line decimals, fractions, and mixed numbers.
5.N.2.7Demonstrate proficiency with division, including one- and two-digit divisors.
5.N.2.8Solve simple problems involving the addition and subtraction of fractions and mixed numbers.
5.N.2.9Represent and use fractions and decimals in equivalent forms.
5th grade-Language Arts
NEW MEXICO STATE STANDARDS
Benchmark II-B
1. Write sentences that use: a. independent and dependent clauses; b. transitions; and c. conjunctions to connect ideas. 2. Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise). 3. Use colons and quotation marks correctly. 4. Spell most commonly used words accurately using a multi-strategy approach to learn new spellings. 5. Edit final product for grammar, language conventions, and format. 6. Create and deliver focused, coherent presentations that convey ideas clearly and relate to the background and interest of the audience using a variety of media.
7. Evaluate the content of oral communication.
Benchmark II-C
1. Produce a variety of written products that demonstrate competence in: a. persuasive writing(e.g., states a clear position, elaborates on the position with reasons, examples, information and other evidence) b. autobiographical writing; and c. essays that speculate on cause and effect. 2. Apply the writing process through: a. pre-writing; b. creating a rough draft; c. revising for clarity of thought and focused communication; d. editing; and e. publishing and sharing of final product. 3. Create journals, notes, stories, reports, and letters using appropriate formats and multimedia technologies to communicate to an audience for a specific purpose.
4. Focus revision on creating simple and/or complex sentences for clarity and impact and on developing a lead, characters, or mood.
CONCEPTS: conversions
ENDURING UNDERSTANDING
Students will understand how to convert different representation of numbers into there simplest form
Students will understand that conversions exist in all aspects of life.
Conversions provide us with different ways of thinking about mathematical factors.
Students will understand how reference material is used in everyday life.
ESSENTIAL QUESTIONS
How are the four basic concepts of math related to each other and how are they used in conversions?
How is writing an essential part of our everyday life?
Jenny, Getting there... Conversions works for your concept. Your EU's need some work though. EU's are complete sentences designed to articulate the "big ideas" inherent in a study. What you have here is more phrased along the line of a standard. What you want to ask yourself is, "What is important for my students to know about "conversions"? For example, "Conversions exist in all disciplines: Math, science, Language and so on." Or, "Conversions provide human beings with different ways of thinking about a mathematical factor." Does that make sense?
For your EQ, you'll want to make sure your concept is explicitly written in, and focused on, as the core of your EQ. Let me know if you have questions. Best, Josh
Jenny Salgado
5th grade-Math
NEW MEXICO STATE STANDARDSStudents will understand numerical concepts and mathematical operations.
5-8 Benchmark N.2: Understand the meaning of operations and how they relate to one another.
5.N.2.1 Explain and perform whole number division and express remainders as a whole number or a fractional part as appropriate to
the context of real-life problems.
5.N.2.2 Add and subtract decimals.
5.N.2.3 Add and subtract fractions and mixed numbers without regrouping and express answers in simplest form.
5.N.2.4 Find the factors and multiples of whole numbers.
5.N.2.5 Use arithmetic operations and inverse relationships to represent and solve real-world problems.
5.N.2.6 Identify and represent on a number line decimals, fractions, and mixed numbers.
5.N.2.7 Demonstrate proficiency with division, including one- and two-digit divisors.
5.N.2.8 Solve simple problems involving the addition and subtraction of fractions and mixed numbers.
5.N.2.9 Represent and use fractions and decimals in equivalent forms.
5th grade-Language Arts
NEW MEXICO STATE STANDARDSBenchmark II-B
1. Write sentences that use:a. independent and dependent clauses;
b. transitions; and
c. conjunctions to connect ideas.
2. Identify and correctly use verbs that are often misused
(e.g., lie/lay, sit/set, rise/raise).
3. Use colons and quotation marks correctly.
4. Spell most commonly used words accurately using a multi-strategy approach to learn new spellings.
5. Edit final product for grammar, language conventions, and format.
6. Create and deliver focused, coherent presentations that convey ideas clearly and relate to the background and interest of the audience
using a variety of media.
7. Evaluate the content of oral communication.
Benchmark II-C
1. Produce a variety of written products that demonstrate competence in:a. persuasive writing(e.g., states a clear position, elaborates on the position with reasons, examples, information and other
evidence)
b. autobiographical writing; and
c. essays that speculate on cause and effect.
2. Apply the writing process through:
a. pre-writing;
b. creating a rough draft;
c. revising for clarity of thought and focused communication;
d. editing; and
e. publishing and sharing of final product.
3. Create journals, notes, stories, reports, and letters using appropriate formats and multimedia technologies to communicate to an
audience for a specific purpose.
4. Focus revision on creating simple and/or complex sentences for clarity and impact and on developing a lead, characters, or mood.
CONCEPTS: conversions
ENDURING UNDERSTANDING
ESSENTIAL QUESTIONS
How are the four basic concepts of math related to each other and how are they used in conversions?How is writing an essential part of our everyday life?
Jenny, Getting there... Conversions works for your concept. Your EU's need some work though. EU's are complete sentences designed to articulate the "big ideas" inherent in a study. What you have here is more phrased along the line of a standard. What you want to ask yourself is, "What is important for my students to know about "conversions"? For example, "Conversions exist in all disciplines: Math, science, Language and so on." Or, "Conversions provide human beings with different ways of thinking about a mathematical factor." Does that make sense?
For your EQ, you'll want to make sure your concept is explicitly written in, and focused on, as the core of your EQ. Let me know if you have questions. Best, Josh